INTERNATIONAL CONGRESS ON EDUCATION FOR PEACE

1. INTERNATIONAL CONGRESS ON EDUCATION FOR PEACE

2. FROM HISTORY TO MEMORY

3. HERE AGAIN OUR WARNING • Chile is a battle for being: • a battle for honour and love. • Pablo Neruda

4. Why am I here? • My biography throughout the dictatorship • The creation of a pedagogy of memory

5. What am I doing to strengthen Education for Peace?

6. What am I doing to strengthen Education for Peace? • Implementing a capacity building network has allowed us to accomplish the following actions: • Making up of a document regarding the procedures for solving conflicts within the school premises • Organizing an inter-regional Seminar on Education on Values & Memory.(an exchange of experiences and workshops carried out by high standard German lecturers).

7. Several experiences were exposed at the Seminar: • Curanilahue: Life, roots and history (dance, theatre, visual arts, music) • Talca: Investigation: Culture of Silence in School • Llay Llay: Stories from childhood • Concepción: “Memory of Agüita de la Perdiz” (a place near Concepción)

8. MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade • Goal: • Students would get to know the late history of their area and be able to reflect on it and develop their own thoughts. • Publish a magazine with the works written by the students using a graphical and digital format. • Learning Area: Language and Communication. • Methodology: Children interview adults in their homes and write down answers in their notebooks. • Answers are read aloud in class, then are transferred into a computer, framed out and both coloured and shaped out.

9. MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade • Activities: • To begin with the question: What was life like in the past? • Afterwards the children make more specific questions like: • What did they use to play before? • Where did they get food from? • What did they use to eat? • What was mealtime like? • Anecdotes from the past • What was education like?

10. MEMORY:” Stories from childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade • A third activity is: Questions about school: • What was the school like in the past? • What did you all dream of? • What did you want your future to be like? • Finally the following question is asked: • What were you doing on September 11th, 1973?. • Some of the answers from the students have been: • Francisco Silva, : “They did not answer to that question at home because my parents had not been born; daddy just said: There was no war, there was no war.”

11. MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade Due to the wide range of answers obtained, parents/relatives were explained the activity; the following questions were asked: • When you think of September 11th, 1973, what do you remember first? • What were those days like for your family?. • What changed after that day? • What about your daily life? • What about the years that followed? • What did people say about what had happened? • If you had not been born by then, what did you hear in your family about those days? • What do you think: Did people in our country change much as a consequence of those events? Should you answer be “yes”, how did they change?.

12. MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade • Up to date conclusions by Nancy Tapia: • By now, these written works have become part of the reading material. • We have kept on working our own history, though we did not hare our opinion as a teacher. • I intend to keep on working and deepening the use of this learning product. • I think that students will develop a critical thinking, when they read something that has been written by themselves or by classmates or whatever text they read as part of their everyday reading sources. • I dream of the day that a child reading a text does not mean it must be the truth; I think the student reading a text goes through the same process as he/she went through when writing and making their own magazine.

13. LIFE, ROOTS & HISTORY CURANILAHUE & ITS PEOPLERosa Del Canto. Robinson Escalona • Goal: Recovering and strengthening memory and cultural identity of Curanilahue through Art. • Methodology: • Resource Applied: “Autobiographical Card” • Searching an approach for oral history in school. • Augusto Boal Forum Theatre (theatre for tolerance). • Body Expression & Dance Workshops • Visual Arts & Music Workshops

14. LIFE, ROOTS & HISTORY CURANILAHUE & ITS PEOPLERosa Del Canto. Robinson Escalona Activities: • Making up of a team • Opening for local students to take part • Participants are invited to fill out an autobiographical card • Analysis of autobiographical cards by students and teachers. • Workshops are developed based on this analysis.

15. LIFE, ROOTS & HISTORY CURANILAHUE & ITS PEOPLERosa Del Canto. Robinson Escalona • Autobiographical Card. • Participants are asked to fill out the card with some data like: name, age, place of birth. • They are asked where they were and how they remember the following important events in the district: • The Earthquake in 1960 • The Military Coup in 1973 • The Closedown of the Coal Mine in 1980 • Coming up of Democracy in 1990